Comprehensive Faculty Development: An Innovative Approach in Online Education

Introduction

Researchers assert that the success of online education may be a direct result of the training and support of the institution’s faculty (Vaill & Testori, 2012). It has been asserted that supporting online instructors is paramount to developing high quality experiences for online teaching (Baran & Correia, 2014; Rhode, Richter, & Miller, 2017). This support empowers and challenges instructors to create transformative learning experiences (Mezirow, 1997). Professional development is a central factor leading to student success (O’Hara & Pritchard, 2012). Well-trained and supported faculty transfer their skills into the online classroom resulting in an improved student experience.

Professional development opportunities should include a variety of components including technology, pedagogy, mentoring/peer support, targeted modules for skill-set deficits, and disciple-based opportunities of scholarship (Baran & Correia, 2014; Scarpena et al., 2018; Schmit et al., 2016). The need for faculty members to engage in and complete training along their own time schedule, have access to archived live sessions, and be able to repeat trainings if necessary is of utmost importance (Scarpena, Riley, & Keathley, 2018). Because faculty have specific expectations and desires when it comes to professional development, it is important for institutions to assess the needs of faculty to develop an effective professional development plan (Mohr & Shelton, 2017). Administrators should seek to have faculty members self-identify weaknesses in skills important to online teaching and then provide the development opportunities needed to help faculty grow in those targeted areas (Rhode et al., 2017).